LEADER 05631nam 2200697 450 001 9910797376903321 005 20230126213032.0 010 $a90-272-6833-9 035 $a(CKB)3710000000437780 035 $a(EBL)2077072 035 $a(SSID)ssj0001516942 035 $a(PQKBManifestationID)12588389 035 $a(PQKBTitleCode)TC0001516942 035 $a(PQKBWorkID)11499660 035 $a(PQKB)10677726 035 $a(PQKBManifestationID)16040955 035 $a(PQKB)21920779 035 $a(MiAaPQ)EBC2077072 035 $a(DLC) 2015018159 035 $a(EXLCZ)993710000000437780 100 $a20150505h20152015 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDialogue in multilingual and multimodal communities /$fedited by Dale A. Koike, Carl S. Blyth, University of Texas at Austin 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d[2015] 210 4$dİ2015 215 $a1 online resource (320 p.) 225 1 $aDialogue studies (DS),$x1875-1792 ;$vvolume 27 300 $aDescription based upon print version of record. 311 $a90-272-1044-6 320 $aIncludes bibliographical references and index. 327 $aDialogue in Multilingual and Multimodal Communities; Editorial page; Title page; LCC data; Table of contents; Introduction: Dialogue in Multilingual and Multimodal Communities; 1. Introduction: Aims and scope of this volume; 2. Learning in communities; 3. Communities, native speakers and linguistic variation; 4. The current volume; 5. Dialogue in Multilingual and Multimodal Communities; References; I. Language practice in dialogue; 1. The complex nature of Language-related Episodes; 1. Introduction; 2. The information-processing paradigm and its impact on LRE research 327 $a3. Situated learning and communities of practice (CofP)4. Redefining the LRE; 5. Conclusion; References; 2. Navigating the language-learning classroom without previous schooling: A case study of Li; 1. Our theoretical grounding for this SLA case study; 2. Data; 3. Analysis; 4. Conclusion: Learning as participation; References; 3. On multimodality and coordinated participation in second language interaction: A conversation-ana; 1. Introduction; 2. Background literature; 3. Methodology and data; 4. Discussion of data; 5. Conclusions; References; Appendix 327 $aII. Learning culture and identities through dialogue4. "Tu? no eres espan?ola": Teasing of L2 learners in host family communities of practice; 1. Introduction; 2. Literature review; 3. Research methods; 4. Results; 5. Discussion and conclusions; 6. Limitations and suggestions for future research; References; 5. Exploring the complex nature of language and culture through intercultural dialogue: The case of ; 1. Introduction; 2. Literature review; 3. Methods; 4. Analysis of the dialogues; 5. Discussion; 6. Conclusion; References; Appendix 1 327 $a6. Multilingual Eurovision meets plurilingual YouTube: Linguascaping discursive ontologies1. Introduction; 2. Literature review; 3. Politics of language choice in the ESC; 4. Eurovision meets YouTube: Data and methods; 5. Data analysis; 6. Discussion: Linguascaping and discursive formations in digital spaces; 7. Conclusion; References; III. Learning practices of communities; 7. Dialogic knowledge building in learning communities: Discovering an electric circuit through coll; 1. Introduction; 2. Modern teaching and learning: Learning communities 327 $a3. Support from psychology: Self-Determination Theory (SDT)4. Deep learning: Deep reasoning and active knowledge building; 5. Theory of Dialogic Action Games: The explorative action game; 6. Analysis of selected explorative action games; 7. Discussion; 8. Conclusion; References; 8. Artifacts, gestures, and dispensable speech: Multimodality in teaching and learning of a biology ; 1. Introduction; 2. Ethnomethodological and conversation analytic inquiry into apprenticeship learning; 3. The data analysis; 4. Conclusion; References; Appendix 327 $a9. Changing frames in native speaker and learner talk: Moving toward a shared dialogue 330 $aThe Community of Practice (CofP; Wenger 1998) model of social learning has recently been a preferred lense for investigating professional practice in education. This chapter focuses on the experiences and resultant beliefs and practices of a group of teachers from a range of backgrounds (local, national, international) engaged in a highly diverse community of practice. Data were collected through a mixed focus group, interviews and written responses at a university in Southern China, where local, regional, mainland, autonomous territory and overseas Chinese, as well as native, non-native, seco 410 0$aDialogue studies ;$vv. 27. 606 $aMultilingualism$xSocial aspects 606 $aIntercultural communication$xSocial aspects 606 $aDiscourse analysis$xSocial aspects 606 $aNeighborhoods$xSocial aspects 615 0$aMultilingualism$xSocial aspects. 615 0$aIntercultural communication$xSocial aspects. 615 0$aDiscourse analysis$xSocial aspects. 615 0$aNeighborhoods$xSocial aspects. 676 $a306.44 676 $a306.446 702 $aKoike$b Dale April 702 $aBlyth$b Carl S$g(Carl Stewart),$f1958- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797376903321 996 $aDialogue in multilingual and multimodal communities$91385684 997 $aUNINA